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Education, disability and social policy$
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Steve Haines and David Ruebain

Print publication date: 2011

Print ISBN-13: 9781847423375

Published to Policy Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781847423375.001.0001

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Multi-agency working and disabled children and young people: from ‘what works’ to ‘active becoming’

Multi-agency working and disabled children and young people: from ‘what works’ to ‘active becoming’

Chapter:
(p.64) (p.65) Four Multi-agency working and disabled children and young people: from ‘what works’ to ‘active becoming’
Source:
Education, disability and social policy
Author(s):

Liz Todd

Publisher:
Policy Press
DOI:10.1332/policypress/9781847423375.003.0004

This chapter addresses the assumptions and implications of policy developments in multi-agency working, which has been in existence over at least the last three decades for the support of disabled children and young people. Three policy strands are examined in this chapter: the Every Child Matters agenda, the post-Warnock statutory special educational needs (SEN) assessment, and inclusive education. The focus of the discussion is on education, and it also proposes an understanding that focuses on relationships.

Keywords:   policy developments, multi-agency, support, policy strands, Every Child Matters, post-Warnock statutory, special educational needs, inclusive education, relationships

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